1 ardiopulmonary hemodynamics were tested with
paired Student'
s t test and correlated with markers of a
2 Gene expression,
paired Student'
s t test, and pathway analyses were perfo
3 time by randomisation group were tested via
paired Student'
s t test.
4 Statistical analysis was performed using
paired student'
s t test.
5 tistical analysis was performed by using the
paired Student'
s t test.
6 ween day 0 and month 3 were analyzed using a
paired Student'
s t test.
7 Statistical significance was determined by
paired Student'
s t tests between tooth-implant pairs.
8 Paired Student'
s t tests revealed significant improvemen
9 es were compared by analysis of variance and
paired Student'
s t tests.
10 Paired Student'
s t-test exhibited the matrix effect (95%
11 The
paired Student'
s t-test was used to detect significant d
12 using descriptive methods: frequencies, the
paired Student'
s t-test, and the chi-square test.
13 establishment of NMB were compared by using
paired Student'
s t-test.
14 e analysis, and the results were analyzed by
paired Student'
s t-test.
15 e analysis, and the results were analyzed by
paired Student'
s t-test.
16 TIA significantly increased following LPI by
paired Student'
s t-tests (all P < 0.0001).
17 mber angle width parameters were compared by
paired Student'
s t-tests.
18 to postoperative changes were assessed using
paired Student'
s T-tests.
19 0 +/- 4.6 mmHg to 19 +/- 5.3 mmHg (p < 0.01;
paired Student'
s test).
20 Measurements were analyzed with the
paired Student t test and Bland-Altman test, where appro
21 ical differences were analyzed by means of a
paired Student t test and repeated two-way analysis of v
22 hanges were determined and analyzed by using
paired Student t test and Spearman correlation.
23 Statistical analysis included
paired Student t test and Wilcoxon signed rank test with
24 Data were analyzed by
paired Student t test comparing the effect of cell fract
25 s between groups were performed by using the
paired Student t test for continuous variables and the M
26 kled and nonbuckled eyes were compared using
paired Student t test of means.
27 Follow-up analysis was performed with
paired Student t test or Mann-Whitney U test.
28 Paired Student t test was performed to compare the accur
29 The
paired Student t test was used for data analysis.
30 A two-sided
paired Student t test was used for statistical analysis.
31 each sequence in a blinded fashion, and the
paired Student t test was used to assess differences in
32 Paired Student t test was used to assess the significanc
33 A
paired Student t test was used to compare continuous var
34 A
paired Student t test was used to compare mean values in
35 A
paired Student t test was used to compare the signal-to-
36 A two-tailed,
paired Student t test was used to determine the effects
37 A
paired Student t test was utilized to evaluate differenc
38 A 2-tailed Fisher exact test and
paired Student t test were used for statistical analysis
39 reated tumors were analyzed with parametric (
paired Student t test) and nonparametric (Wilcoxon rank
40 than in controls (17.4 +/- 11.8) (P = .004,
paired Student t test).
41 vely compared between patients and controls (
paired Student t test).
42 parisons within patients were performed with
paired Student t test, between groups with unpaired Stud
43 Paired Student t test, chi(2) test, Pearson correlation
44 Paired Student t test, linear regression analysis, and P
45 cal significance was determined by using the
paired Student t test.
46 week after delivery was evaluated by using a
paired Student t test.
47 h combination of power and time by using the
paired Student t test.
48 gion-of-interest analysis with the two-sided
paired Student t test.
49 titative analysis was performed by using the
paired Student t test.
50 gnificance by using a bootstrap method and a
paired Student t test.
51 mpared to pretreatment HCV RNA levels by the
paired Student t test.
52 Minimum distances were compared by using a
paired Student t test.
53 istical analyses were performed by using the
paired Student t test.
54 ed for the two respiratory phases by using a
paired Student t test.
55 Differences were evaluated by using the
paired Student t test.
56 and reading times were compared by means of
paired Student t tests after averaging of performances o
57 s enhancement values, were compared by using
paired Student t tests and Bland-Altman plots.
58 Paired Student t tests were performed to compare results
59 Analysis of variance, Scheffe, and
paired Student t tests were used for data analysis.
60 fficients, multiple regression analysis, and
paired Student t tests were used for statistical analyse
61 Two-sided
paired Student t tests were used for statistical evaluat
62 Paired Student t tests were used to compare average SNRs
63 Paired Student t tests were used to compare the tumor re
64 ges in metabolite levels were evaluated with
paired Student t tests, cluster-based analyses, and mult
65 l analyses were performed using unpaired and
paired Student t tests.
66 rostate cancer and PZ were compared by using
paired Student t tests.
67 erence from baseline, which was evaluated by
paired Student t tests.
68 differences were statistically significant (
paired Student t-test, P = 0.0023).
69 ferences were not statistically significant (
paired Student t-test, P = 0.41).
70 mitral regurgitation were analyzed using the
paired Student t-test.
71 ir expression in the severe malaria episode (
paired Students t test, P < 0.05).
72 atistical inference was tested by means of a
paired Students t-test evaluating a reduction in post-am